현상학적 접근과 교육적 비계를 통한 틱(Tic) 증상 학생 상담 사례연구

초록

This qualitative case study explored how a middle school student with a nine-year history of tic symptoms gradually recognized bodily sensations and premonitory urges and developed self-regulation strategies through school life and counseling. The purpose of the study was not to replace clinical explanations or demonstrate the therapeutic effects of educational intervention but to understand, from an educational perspective, the meaning of the student’s bodily experiences and changes within the school as a lived world. The data included school observation records, counseling records, the student’s statements, teacher consultation records, and de-identified visual materials collected with informed consent. Merleau-Ponty’s phenomenology of the body provided the interpretive perspective, while Vygotsky’s educational scaffolding served as the conceptual framework for educational support and abductive analysis guided the analysis of the data. The findings indicated that the student gradually became aware of bodily tension and premonitory urges, recognized bodily orientation and movement through educational scaffolding adjusted to his responses, and developed self-regulation strategies through immersive and repetitive rhythmic activities. These changes cannot be attributed solely to educational scaffolding because natural fluctuations in tic symptoms, stress, sleep, and situational factors may also have contributed. Rather than demonstrating the effectiveness of a single-case intervention, this study suggests the educational possibility of understanding and supporting the bodily experiences and self-regulation processes of students with tic symptoms in school settings.

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